Examples on Improvisation

Total Page:16

File Type:pdf, Size:1020Kb

Examples on Improvisation EXAMPLES ON IMPROVISATION APPLICATIONS OF IMPROCHART CONTENTS 2 Introduction Improvisation – Ballad Score (Lead Sheet) Improvisation Phases Scales for Improvising Development of the Solo Improvisation – Bolero © 2010 www.harmonicwheel.com INTRODUCTION 3 Improvisation generally consists in creating a Melody suitable for a given Chord Progression. On each chord, the melody is composed, in most cases, by notes of a Scale related to the chord. Logically, the scales related to a given chord are those containing the notes of the chord. TM IMPROCHART is an Improvisation Chart that automatically gives us all the scales related to a given chord. © 2010 www.harmonicwheel.com IMPROVISATION – BALLAD 4 Next, the score (lead sheet) of a Jazz Ballad is shown, on which we want to perform an improvisation. (You can listen to this piece by clicking on the “loudspeaker” symbol). The song consists of 4 phrases, each one having 8 bars. Phrases 1, 2 and 4 are very similar. Phrase 3 is different. If we represent each phrase by a letter, we will say that this song has the AABA form. AABA is one of most common forms in Jazz Standards. Part B is called the “bridge”. © 2010 www.harmonicwheel.com SCORE (LEAD SHEET) 5 A A © 2010 www.harmonicwheel.com SCORE (LEAD SHEET) 6 B A © 2010 www.harmonicwheel.com IMPROVISATION PHASES 7 In order to improvise on this song, we have to mentally remove the melody and keep just the chords. That is, we begin with a score like the one shown in the following two slides. For those people not knowing how to read music, a simplified score is included after them. Anyway, now we have to create a melody that “fits” or “sounds well” with this chord progression. © 2010 www.harmonicwheel.com IMPROVISATION PHASES 8 © 2010 www.harmonicwheel.com IMPROVISATION PHASES 9 © 2010 www.harmonicwheel.com IMPROVISATION PHASES 10 C Instruments AFTER THE RAIN (Ballad) Luis Nuño O B ∆ Cm7 Fm7 F Gm7 Cm7 F7(9) B∆ F7(13) O B ∆ Cm7 Fm7 F Gm7 Cm7 F7( 9) B ∆ C7( 9) Fm7 Bm7 E7 A∆ O A Bm7 Dm Cm7 F7(9) O B ∆ Cm7 Fm7 F Gm7 Cm7 F7( 13) B ∆ F7( 13) © 2010 www.harmonicwheel.com IMPROVISATION PHASES 11 The most common procedure for improvising consists of 2 Phases: 1) For each chord or group of chords we need know which scale or scales are suitable for improvising on them. 2) After choosing one of these scales, we have to form a melody with its notes (development of the solo). © 2010 www.harmonicwheel.com SCALES FOR IMPROVISING 12 Let us start with Phase 1. The first chord in the score is B ∆. Which scales can we use for improvising on it? TM The Improvisation Chart or IMPROCHART gives us the answer. Firstly, we have to find the symbol ∆ on the plastic disc, which is printed in red. Then, we rotate the discs until symbol ∆ is placed just after B on the cardboard disc, also printed in red. © 2010 www.harmonicwheel.com SCALES FOR IMPROVISING 13 This is the result: © 2010 www.harmonicwheel.com SCALES FOR IMPROVISING 14 This way we obtain a region defined by blue lines, which inside contains the following scales: G Bl D hm Bl B M F M C MP BM MP MP Abreviations: M: Major, hm: harmonic minor, BM: Bebop Major, MP: Major Pentatonic, Bl: Blues. © 2010 www.harmonicwheel.com SCALES FOR IMPROVISING 15 These 9 scales are suitable for improvising on B ∆ chord, each one in a different context. In this example, we are going to consider just Major Pentatonic (PM) scales, since they are very common in Jazz and, moreover, they do not contain avoid notes. They are the following: B MP F MP C MP The second chord in the score is Cm7. So, we find the symbol m7 on the plastic disc of IMPROCHART TM and place it just after C. The result is: © 2010 www.harmonicwheel.com SCALES FOR IMPROVISING 16 © 2010 www.harmonicwheel.com SCALES FOR IMPROVISING 17 Here we find other types of scales, such as mm: melodic minor, Hd: Half-Whole disminished, and BD: Bebop Dominant. As we focus on MP scales, we select: E MP B MP F MP In the same way, we find all the MP scales related to each chord in the score. Next two slides show the result for the first 8 bars (phrase A) in a table. The key signature associated to each scale is also shown. © 2010 www.harmonicwheel.com SCALES FOR IMPROVISING 18 Phrase A 1 2 3 4 O Key Signature B ∆ Cm7 Fm7 F 4 A MP 3 E MP E MP MP MP MP 2 B B B F MP F MP 0 C MP - (Arpeggio) © 2010 www.harmonicwheel.com SCALES FOR IMPROVISING 19 Phrase A 5 6 7 8 Key Signature Gm7 Cm7 F7( 9) B ∆ F7( 13) 5 B MP B MP 6·6 5 4 MP 3 E MP MP MP 2 B B B F MP F MP F MP 0 C MP C MP - (Arpeggio) (Arpeggio) © 2010 www.harmonicwheel.com SCALES FOR IMPROVISING 20 As can be seen, the B MP scale is the most common to these chords, since it appears in bars 1, 2, 3, 5, 6 and the first half of bar 8. Therefore, this is the most suitable scale for improvising in this context. In bar 4, we do not have any available MP scale, O so we can simply use the notes of F chord, that is, F , A, C, E . It is possible to play just one of these notes, or even not to play (rest). Another option is to make an anticipation of the next chord with a scale related to it. © 2010 www.harmonicwheel.com SCALES FOR IMPROVISING 21 In bar 7 and the second half of bar 8, we can use the B MP scale, but the changes between B MP and B MP would produce a large contrast, since their key signatures are quite far apart. For simplicity, in this example we will use, in these cases, the notes of the corresponding chords, which now are F7( 9) and F7( 13). We can even not to play (rest). Bars 9 to 16 contain the same chords as bars 1 to 8 (except the last chord), so we can repeat everything said for the last ones. © 2010 www.harmonicwheel.com SCALES FOR IMPROVISING 22 For bars 17 to 24 (phrase B), the available MP scales are the following : Phrase B 17 18 19 20 Key Signature Fm7 B m7 E 7 A ∆ 5 D MP 4 A MP A MP A MP MP MP MP MP 3 E E E E 2 B MP B MP © 2010 www.harmonicwheel.com SCALES FOR IMPROVISING 23 Phrase B 21 22 23 24 Key Signature AO B m7 D m Cm7 F7( 9) 4 E MP 5 B MP B MP 6·6 G MP 5 D MP MP 4 A MP MP 3 E E 2 B MP F MP - (Arpeggio) (Arpeggio) (Arpeggio) © 2010 www.harmonicwheel.com SCALES FOR IMPROVISING 24 In this case, the E MP scale is the most suitable for improvising, since it appears in most of the bars. In bar 21, we do not have any available MP scale for improvising, so we will use the notes of AO chord. In bar 23, we have a D m chord, without specifying the seventh. So, we will look for the MP scales related to the D m∆ and D m7 chords. They are those indicated in the previous table. © 2010 www.harmonicwheel.com SCALES FOR IMPROVISING 25 Anyway, both the MP scales in bar 23 and in the second half of bar 24 have their key signatures quite far apart the E MP key signature. So, as explained before, in these cases we will simply use the notes of the corresponding chords; as well, we can even not to play (rest). Finally, bars 25 to 32 contain the same chords as bars 1 to 8 (except the next to the last bar), so we can repeat everything said for the last ones. © 2010 www.harmonicwheel.com SCALES FOR IMPROVISING 26 Therefore, we can perform the improvisation by only using 2 scales: B MP and E MP, plus some arpeggios. Next slides show the score with the suitable scales and arpeggios for improvising. In case you do not know the MP scales, you can use the Table of Scales given with IMPROCHART TM. Anyway, the following slides show the notes of the scales and arpeggios we are going to use. A suitable score for those people not knowing how to read music is given, too. © 2010 www.harmonicwheel.com SCALES FOR IMPROVISING 27 © 2010 www.harmonicwheel.com SCALES FOR IMPROVISING 28 © 2010 www.harmonicwheel.com SCALES FOR IMPROVISING 29 C Instruments AFTER THE RAIN (Ballad) Luis Nuño B Major Pentatonic (Arpeggio) B C D F G F A E E O B ∆ Cm7 Fm7 F (Arpeggio) (Arpeggio) F G A C E F A C D E Gm7 Cm7 F7(9) B∆ F7(13) (Arpeggio) F A E E O B ∆ Cm7 Fm7 F (Arpeggio) (Arpeggio) F G A C E C D E G B Gm7 Cm7 F7 ( 9) B ∆ C 7( 9) © 2010 www.harmonicwheel.com SCALES FOR IMPROVISING 30 E Major Pentatonic E F G B C Fm7 B m7 E 7 A ∆ (Arpeggio) (Arpeggio) (Arpeggio) A E E F D F A F G A C E AO B m7 D m Cm7 F7( 9) B Major Pentatonic (Arpeggio) B C D F G F A E E O B ∆ Cm7 Fm7 F (Arpeggio) (Arpeggio) F A C D E F A C D E Gm7 Cm7 F7( 13) B ∆ F7( 13) © 2010 www.harmonicwheel.com DEVELOPMENT OF THE SOLO 31 Let us move on to the Phase 2 of the improvisation, which consists in creating a melody with the notes of previous scales and arpeggios.
Recommended publications
  • ASSIGNMENT and DISSERTATION TIPS (Tagg's Tips)
    ASSIGNMENT and DISSERTATION TIPS (Tagg’s Tips) Online version 5 (November 2003) The Table of Contents and Index have been excluded from this online version for three reasons: [1] no index is necessary when text can be searched by clicking the Adobe bin- oculars icon and typing in what you want to find; [2] this document is supplied with direct links to the start of every section and subsection (see Bookmarks tab, screen left); [3] you only need to access one file instead of three. This version does not differ substantially from version 4 (2001): only minor alterations, corrections and updates have been effectuated. Pages are renumbered and cross-refer- ences updated. This version is produced only for US ‘Letter’ size paper. To obtain a decent print-out on A4 paper, please follow the suggestions at http://tagg.org/infoformats.html#PDFPrinting 6 Philip Tagg— Dissertation and Assignment Tips (version 5, November 2003) Introduction (Online version 5, November 2003) Why this booklet? This text was originally written for students at the Institute of Popular Music at the Uni- versity of Liverpool. It has, however, been used by many outside that institution. The aim of this document is to address recurrent problems that many students seem to experience when writing essays and dissertations. Some parts of this text may initially seem quite formal, perhaps even trivial or pedantic. If you get that impression, please remember that communicative writing is not the same as writing down commu- nicative speech. When speaking, you use gesture, posture, facial expression, changes of volume and emphasis, as well as variations in speed of delivery, vocal timbre and inflexion, to com- municate meaning.
    [Show full text]
  • Music in Theory and Practice
    CHAPTER 4 Chords Harmony Primary Triads Roman Numerals TOPICS Chord Triad Position Simple Position Triad Root Position Third Inversion Tertian First Inversion Realization Root Second Inversion Macro Analysis Major Triad Seventh Chords Circle Progression Minor Triad Organum Leading-Tone Progression Diminished Triad Figured Bass Lead Sheet or Fake Sheet Augmented Triad IMPORTANT In the previous chapter, pairs of pitches were assigned specifi c names for identifi cation CONCEPTS purposes. The phenomenon of tones sounding simultaneously frequently includes group- ings of three, four, or more pitches. As with intervals, identifi cation names are assigned to larger tone groupings with specifi c symbols. Harmony is the musical result of tones sounding together. Whereas melody implies the Harmony linear or horizontal aspect of music, harmony refers to the vertical dimension of music. A chord is a harmonic unit with at least three different tones sounding simultaneously. Chord The term includes all possible such sonorities. Figure 4.1 #w w w w w bw & w w w bww w ww w w w w w w w‹ Strictly speaking, a triad is any three-tone chord. However, since western European music Triad of the seventeenth through the nineteenth centuries is tertian (chords containing a super- position of harmonic thirds), the term has come to be limited to a three-note chord built in superposed thirds. The term root refers to the note on which a triad is built. “C major triad” refers to a major Triad Root triad whose root is C. The root is the pitch from which a triad is generated. 73 3711_ben01877_Ch04pp73-94.indd 73 4/10/08 3:58:19 PM Four types of triads are in common use.
    [Show full text]
  • *Tempo Music V. Famous Music Corp.[ED] 838 F. Supp
    Tempo Music v. Famous Music Corp. Tempo Music v. Famous Music Corp. 838 F. Supp. 162 (SDNY 1993) Third-party plaintiffs, Famous Music Corporation and Mercer Ellington (collectively "the Ellington Estate"), filed a third-party complaint against third-party defendant, Gregory A. Morris, executor of the Billy Strayhorn estate ("the Strayhorn Estate") claiming copyright ownership of and entitlement to royalties from particular versions of the jazz classic, Satin Doll. Settlement has been reached on many of the other claims in this litigation.. .. In cross-motions for summary judgment, the parties have asked the Court to resolve an issue of first impression: whether a harmony added to an earlier work can, as a matter of law, be the subject of copyright. The Strayhorn Estate moves for partial summary judgment, seeking an order declaring that Strayhorn's heirs are entitled to one-third of all royalties and other compensation paid, payable and to become payable with respect to the harmony and revised melody. The Ellington Estate cross-moves, seeking an order declaring that as a matter of law, the Strayhorn Estate does not have any interest in any version of Satin Doll when used or performed without the lyrics. .For the reasons stated below, each of the motions is denied. BACKGROUND At the center of this controversy between the heirs of two of American's most well-known composers is the harmony and revised melody of the jazz standard, Satin Doll, as embodied in two particular versions of the work, copyrighted in 1958 and 1960. Four separate embodiments of Satin Doll define the boundaries of the dispute.
    [Show full text]
  • Music Braille Code, 2015
    MUSIC BRAILLE CODE, 2015 Developed Under the Sponsorship of the BRAILLE AUTHORITY OF NORTH AMERICA Published by The Braille Authority of North America ©2016 by the Braille Authority of North America All rights reserved. This material may be duplicated but not altered or sold. ISBN: 978-0-9859473-6-1 (Print) ISBN: 978-0-9859473-7-8 (Braille) Printed by the American Printing House for the Blind. Copies may be purchased from: American Printing House for the Blind 1839 Frankfort Avenue Louisville, Kentucky 40206-3148 502-895-2405 • 800-223-1839 www.aph.org [email protected] Catalog Number: 7-09651-01 The mission and purpose of The Braille Authority of North America are to assure literacy for tactile readers through the standardization of braille and/or tactile graphics. BANA promotes and facilitates the use, teaching, and production of braille. It publishes rules, interprets, and renders opinions pertaining to braille in all existing codes. It deals with codes now in existence or to be developed in the future, in collaboration with other countries using English braille. In exercising its function and authority, BANA considers the effects of its decisions on other existing braille codes and formats, the ease of production by various methods, and acceptability to readers. For more information and resources, visit www.brailleauthority.org. ii BANA Music Technical Committee, 2015 Lawrence R. Smith, Chairman Karin Auckenthaler Gilbert Busch Karen Gearreald Dan Geminder Beverly McKenney Harvey Miller Tom Ridgeway Other Contributors Christina Davidson, BANA Music Technical Committee Consultant Richard Taesch, BANA Music Technical Committee Consultant Roger Firman, International Consultant Ruth Rozen, BANA Board Liaison iii TABLE OF CONTENTS ACKNOWLEDGMENTS ..............................................................
    [Show full text]
  • Check List for Generating the Audition Pianist's Lead Sheets
    Check list for generating the audition pianist’s lead sheets If you’re completely new to the idea of a ‘lead sheet’ – check this reference here https://en.wikipedia.org/wiki/Lead_sheet Here’s what we expect you to check before your audition Make sure the piano parts you provide are written at concert pitch, are legible, with clear directions! Key signature: Are you using a key signature (or is the piece in an open key signature with accidentals written as they occur)? If you are using a key signature, write it on every stave (not just the first). Staves and clefs: Does the piano part need two staves (Are there lines for the left hand to add, in which case are the correct clefs written at the beginning of each line) or is the lead sheet just using a single stave that gives the melody line, with the symbols for each of the accompanying chord written above the stave? Time Signature: Is the Time signature given at the beginning of the piece? 1 Tempo and feel: Is the tempo marking and type of feel given at the beginning of the piece? Are the quavers (eighth notes) swung or straight? Structure and form Is the overall form and structure of the piece to be performance clearly outlined on the part? Is there an introduction (If so give this the heading “intro”)? Is there an outro (If so give this the heading “outro”)? Is there a solo section (If so give this the heading “solo section”)? Bar numbers and rehearsal letters: We recommend you write the bar number at the beginning of each stave and rehearsal letters at the beginning of each new section, so that you and the pianist can locate specific places with ease while rehearsing.
    [Show full text]
  • Bridging Task Music Tips for a Level Work When Doing Any Research
    Bridging Task Music Tips for A level work When doing any research make sure that you reference where you get any of your quotes or statistics from. If a direct quote is used you must reference it. You can write a number next to the quote and then in the footnotes say where it is from/link to the website. Make sure that you read sources of information carefully Do not just copy and paste large chunks of information. Please ensure that you check your spellings A You will be expected to examine the signs and symbols used in musical notation This will include Rhythm and Pitch in staff notation and Rhythm and pitch in alternative forms of notation ( such as TAB, Tonic sol-fa, Graphic scores, Drum notation, Chord chart, Lead sheet) Produce a report which describes each of these different forms of notation: TAB Tonic sol-fa Graphic Score Drum Notation Chord Chart Lead sheet You can write the report in any style (Word Document/Power point/on paper) But it must include a description of the notation (with examples), a bit of history about it (when was it first used) why you would use this sort of notation, situations where this notation is better than others and an evaluation of the notation – e.g. are there certain times graphic notation is better than others/when is a lead sheet not informative enough etc etc For this next section you may need to do some music theory research – the following website is useful https://www.musictheory.net/lessons It may take you a while to do these activities because you have to do the research – that is fine –
    [Show full text]
  • The Frog” in This Issue We Present a Portrait of Ben Webster Written in a Personal Way by Steve Wallace
    BULLETIN NR 2, APRIL 2016, ÅRGÅNG 24 ”The Frog” In this issue we present a portrait of Ben Webster written in a personal way by Steve Wallace. 2-2016 Vårnyheter! I vårt förra nummer av Bulleti­ bidragit med insiktsfulla artiklar av utprovningen är avklarad och alla nen hade vi glädjande nog två nya diskografisk natur. Vi hoppas och tror beslut har fattats läggs webbplats­ medlemmar att hälsa välkomna och att vi framdeles kan konsultera Björn en upp och ellington.se får ett nytt i detta nummer kan vi meddela att när diskografiska problem uppstår. utseende. Det kan komma att ske vi åter har fått två nya medlemmar. I förra numret rapporterade jag före nästa medlemsmöte. Ulf Lun­ Men tyvärr minskar medlemskad­ om de tankar som finns på att ge din har varit föreningen synner­ ern undan för undan och det är klubben närvaro på Facebook i syfte ligen behjälplig i utformandet av mycket tråkigt att konstatera. att ge klubben ett ansikte där och den nya webbplatsen och kommer Fjärde måndagen i februari hade stimulera kontakten och utbyten framdeles att ha en central roll i vi årsmöte. I år avgick Key Jiger­ mellan medlemmarna och mellan hanteringen av densamma. ström som ledamot av styrelsen. medlemmar och andra Ellington­ Som vi nämnde i förra bulletinen Han har varit medlem sedan DESS intresserade. Det arbetet har gått kommer vi i år åter att ge ut en ny startade sin verksamhet 1994. Som vidare och olika lösningar för en CD till Er. Den kommer att in­ ledamot av styrelsen invaldes han Facebook­grupp har studerats.
    [Show full text]
  • Linking Sheet Music and Audio – Challenges and New Approaches
    Linking Sheet Music and Audio – Challenges and New Approaches Verena Thomas1, Christian Fremerey∗2, Meinard Müller†3, and Michael Clausen4 1,2,4 University of Bonn, Department of Computer Science III Römerstr. 164, 53117 Bonn, Germany {thomas,fremerey,clausen}@cs.uni-bonn.de 3 Saarland University and MPI Informatik Campus E1-4, 66123 Saarbrücken, Germany [email protected] Abstract Score and audio files are the two most important ways to represent, convey, record, store, and experience music. While score describes a piece of music on an abstract level using symbols such as notes, keys, and measures, audio files allow for reproducing a specific acoustic realization of the piece. Each of these representations reflects different facets of music yielding insights into aspects ranging from structural elements (e. g., motives, themes, musical form) to specific performance aspects (e. g., artistic shaping, sound). Therefore, the simultaneous access to score and audio representations is of great importance. In this paper, we address the problem of automatically generating musically relevant linking structures between the various data sources that are available for a given piece of music. In particular, we discuss the task of sheet music- audio synchronization1 with the aim to link regions in images of scanned scores to musically corresponding sections in an audio recording of the same piece. Such linking structures form the basis for novel interfaces that allow users to access and explore multimodal sources of music within a single framework. As our main contributions, we give an overview of the state-of-the-art for this kind of synchronization task, we present some novel approaches, and indicate future research directions.
    [Show full text]
  • The Following Is a Glossary of Terms, Some of Which You Won't Readily Find
    Communicating with the Band in Their Vocabulary The following is a glossary of terms, some of which you won’t readily find in music textbooks. These are practical, on-the-job, day-to-day terms you will want to know in the real world of performing and singing on stage. These will aid you greatly in communicating with the band in their language. A Capella – Singing alone or unaccompanied, literally in a chapel style, i.e., vocal music without instrumental accompaniment. This can be another good style in the singer’s palette of colors. Accelerando - Means to speed up the music at this point little by little. Ad Lib - Also means rubato and colla voce. This is music that is played out of tempo or out of time where the musicians follow the singer word for word. This also means that in rubato sections of your "Do-it-yourself' charts, you MUST write all the lyrics so that your musicians can follow your words. Otherwise, they haven't the slightest idea where you are at any given point in an ad-lib section. (All music is either in some tempo or it is not.) Agent - One who actually finds you work and books your act. Arrangement - A completely original musical interpretation of a song arranged for one or more pieces of a band. A & R Man - Stands for Artists and Repertoire. This is the person at a record company who listens to your original demos or cassettes for possible consideration of a record deal. Back Beat - Traditionally, beats two and four of a 4/4 repeating pattern.
    [Show full text]
  • Course Name AP Music Theory
    Course name: Level: Time Frame: AP Music Theory Advanced Placement 40 weeks Topic September – Elements of Pitch and Rhythm Essential Questions • What are the basic elements of pitch and rhythm that allow for understanding of music notation language? • What are the basic elements of pitch and rhythm that allow for horizontal and vertical music composition? • How are different scales, chords, and intervals developed and classified • How is sight-singing / ear-training important to developing a literate musician? • What is solfege and how is it useful in the music theory classroom? Enduring Understandings • Students will differentiate between different types of major and minor scales. • Students will understand and practice designation of proper key signatures • Students will compare major and relative minor key relationships • Students will comprehend and perform musical intervals • Students will practice solfege (moveable do system) with hand signs • Students will perform pentascales on piano while echoing patterns by teacher Alignment to NJCCS for Visual and Performing Arts AR.9-12.1.1.12 - [Standard] - All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. AR.9-12.1.1.12.1 - [Content Statement] - Understanding nuanced stylistic differences among various genres of 0 music is a component of musical fluency. Meter, rhythm, tonality, and harmonics are determining factors in x the categorization of musical genres. AR.9-12.1.1.12.B.1 - [Cumulative Progress Indicator] - Examine how aspects of meter, rhythm, tonality, 0 intervals, chords, and harmonic progressions are organized and manipulated to establish unity and variety in x genres of musical compositions.
    [Show full text]
  • Songwriting Emphasis Application Information
    SONGWRITING EMPHASIS APPLICATION Timeline for Submission of Materials After admission as a commercial music major, students must submit songwriting materials for approval by the commercial music faculty in order to be accepted in the Songwriting Emphasis program. Freshmen should submit materials during the second semester of study or earlier. Transfer students should submit materials as soon as possible. Students will not be able to enroll in songwriting (SNG) classes until they have been admitted in the Songwriting Emphasis program. What to Submit The following required material should be submitted to Emily Murphy, Director of Admissions for the College of Visual and Performing Arts, by email to [email protected]: Two (2) ‘solo’ written songs of contrasting styles/tempos in PDF and MP3 format; Co-written songs will not Be accepted. Musical “charts” or scores must Be included for each song as PDF files. Recordings of each song must Be included as MP3 files. What Types of Written Materials are Acceptable? Written materials must be PDF files. Professional songwriters use written scores or charts to communicate musical information to band members in the studio and at live gigs and concerts, therefore Songwriting Emphasis applications must include such written materials. Inaccurate or sloppy, unprofessional scores or charts are unacceptable, and will result in a student being declined admission to the Songwriting Emphasis program. The following types of written materials are acceptable. 1. Score: A score shows all of the parts performed by each instrument and voice in musical notation. Scores should include lyrics under any and all vocal melody lines. Scores may be hand- written or generated by computer software, and they must be neat and easy to read.
    [Show full text]
  • Computational Analysis of Audio Recordings and Music Scores for the Description and Discovery of Ottoman-Turkish Makam Music
    Computational Analysis of Audio Recordings and Music Scores for the Description and Discovery of Ottoman-Turkish Makam Music Sertan Şentürk TESI DOCTORAL UPF / 2016 Director de la tesi Dr. Xavier Serra Casals Music Technology Group Department of Information and Communication Technologies Copyright © 2016 by Sertan Şentürk http://compmusic.upf.edu/senturk2016thesis http://www.sertansenturk.com/phd-thesis Dissertation submitted to the Department of Information and Com- munication Technologies of Universitat Pompeu Fabra in partial fulfillment of the requirements for the degree of DOCTOR PER LA UNIVERSITAT POMPEU FABRA, with the mention of European Doctor. Licensed under Creative Commons Attribution - NonCommercial - NoDerivatives 4.0 You are free to share – to copy and redistribute the material in any medium or format under the following conditions: • Attribution – You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. • Non-commercial – You may not use the material for com- mercial purposes. • No Derivative Works – If you remix, transform, or build upon the material, you may not distribute the modified ma- terial. Music Technology Group (http://mtg.upf.edu/), Department of Informa- tion and Communication Technologies (http://www.upf.edu/etic), Univer- sitat Pompeu Fabra (http://www.upf.edu), Barcelona, Spain The doctoral defense was held on .................. 2017 at Universitat Pompeu Fabra and scored as ........................................................... Dr. Xavier Serra Casals Thesis Supervisor Universitat Pompeu Fabra (UPF), Barcelona, Spain Dr. Gerhard Widmer Thesis Committee Member Johannes Kepler University, Linz, Austria Dr.
    [Show full text]